Supervisor Observation 2 Lesson Plan - Level 3

USF Elementary Education: Supervisor Obs. 2 Lesson Plan- Level 3 Name: __Grace M.
Colon-Merced_________________
Grade Level Being Taught: 5th Subject/Content: Writing Group Size: Whole Group Date of Lesson: 11/19/21
Part 1: Lesson Content

Title of Lesson Writing Through Social Studies
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners - This lesson allows students to see the kind of tasks that specific people have in their jobs. For
(supervisors) example, blacksmiths made spoons, pots, and cups, which are things our students see and use
every day.
How does this lesson connect to/reflect the local community?

- After having the students’ field trip to Biztown on 11/17/21 and the Great American Teach-In on
11/18/21, students will be able to understand the different careers from people in their
community and how they relate to the past careers we discuss in class.
What Standards (national or SS.5.A.4.4- Demonstrate an understanding of political, economic, and social aspects of daily colonial life
state) relate to this lesson? in the thirteen colonies.
(You should include ALL applicable LAFS.5.RI.2.4- Determine the meaning of general academic and domain-specific words and phrases in a
standards.) text relevant to a grade 5 topic or subject area.
LAFS.5.W.2.4- Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1–3 above.)
LAFS.5.W.1.1- Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been
over time exposed to related to this standard?
(CPALMS/instructional planning - SS.4.A.4.2- Describe pioneer life in Florida.
course) - LAFS.4.RI.2.4- Determine the meaning of general academic and domain-specific words or
phrases in a text relevant to a grade 4 topic or subject area.
- LAFS.4.W.2.4- Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
- LAFS.4.W.1.1- Write opinion pieces on topics or texts, supporting a point of view with reasons
and information.
1
USF Elementary Education: Supervisor Obs. 2 Lesson Plan- Level 3 Name: __Grace M. Colon-Merced_________________
Trace the standard to the next grade level. What will students learn next related to this standard?
- SS.6.W.2.4- Compare the economic, political, social, and religious institutions of ancient river
civilizations.
- LAFS.6.RI.2.4- Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.
- LAFS.6.W.2.4- Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1–3 above.)
- LAFS.6.W.1.1- Write arguments to support claims with clear reasons and relevant evidence.
What misconceptions might - Just like I had misconceptions about detectives because of famous tv shows, kids could have
students have about this misconceptions of the different careers we will be discussing in class.
content? (talk to your CT)
Objectives- What students will Some examples:

know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what).
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard) - Students will be able to accurately organize evidence from two different sources.
Measure (HOW WELL they need to - Students will be able to effectively compare the evidence of two different sources.
do it) - Students will be able to effectively use the evidence from two different articles to form an
(Note: Degree of mastery does not opinion on the writing prompt.
need to be a percentage.)
(connect back to 4504/CT

Support/reinforced in
instructional planning)
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
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for in the standard? _Remember, Apply, Create___________
Which level(s) of thinking is/are called for in your objective? __Apply and Analyze_______________
Why did you choose this level(s) of thinking?
- This lesson is part of a bigger lesson, which will start at the remember stage and move up. I will
be taking care of the apply and analyze stages that go before the create stage.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered - Students will need to collect evidence from two sources and organize it. They will be given a
your objectives? graphic organizer with two columns. One for article 1 and one for article 2. They will also write
their opinion on a sticky note for the writing process.
How does it align with your objective?

- This aligns to my objectives because students will get to organize the evidence of two sources,
compare it, and choose a position on the writing prompt presented at the beginning of the week.
Is your assessment formative or summative? Why did you make that assessment decision?
- These assessments are formative assessments because they monitor student’s organization. The
summative assessment would be the actual writing that comes later.
Assessment Scoring/Rubric Category Points

What are the criteria for how you
will assess student Completion of graphic organizer 10
learning/student work? If you’re At least 5 points of evidence under each source 10
using a rubric, include your rubric Evidence coincides with the writing prompt 10
here.
Part 2: Lesson Implementation
Management & Environment How will you arrange yourself and the students (location in the classroom, seating)?
(integrated throughout your - I will be in the front of the room as my students stay at their desks.
step-by-step plan):
What processes & procedures will you use? How and when will you communicate those to
students?
- I will be going over the tasks we will be doing with the students, as well as writing them on the
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board for organization and effective classroom management.

- I will review the 5-finger writing model and state which stage we are on and what it consists of. I
will then be modeling the act of organizing evidence for writing, so I will use the teacher’s boa
that signals the spotlight is on me. I will also remind students to put their eyes on me as I model.
After the modeling, I will transition using a wiggle activity to independent work time. I will
instruct them to use the articles that they were introduced to during the week to organize
evidence from each article. I will specify that they need evidence for each trade worker’s impact
on the colonial market economy. As the students work, I will walk around the room and monitor
their work. When they finish, I will go around the room to grade their work. Then, students will
choose which trade worker had more of an impact on the colonial market economy.
- Check-ins:
o I have learned that many students get overwhelmed during their work, so I want to add
emotional check-ups during the lesson to make sure students get the assistance they
need. I will be using little pieces of paper for emotions. I will check the status at the
beginning of class, during the independent work, and after class.
What expectations will you have for the students? How and when will you communicate those to
students?
- I expect the students to stay at a level 0 (quiet) during the task overview, review, and modeling,
unless I ask them to speak, answer a question, or ask a question. During the organization of
evidence, they will work individually for the first 5 minutes. Then then I will walk around the
room to help them with anything they need. The students will be given the rubric for the
assignment to make sure they know what they are doing at all times. For the writing opinion,
they will need to write it on a sticky note and put their name on it for me to collect.
What strategies will you use if students do not meet your expectations? Are there specific
students who require a more extensive management plan? What will that consist of?
- If students are being too noisy, I will use the clapping technique to bring their attention back to
me. If there are more behavioral issues, they will lose table points.
What will students do if they complete the task quickly?

- If students complete the task quickly, then they can start writing.
Materials - PowerPoint
4
(What materials will you use? Why - Articles

did you choose these materials?
Include any resources you used.
This can also include people!)
- Graphic Organizers
- Rubrics
- Modeling graphic organizer & pen
- Review image of 5 finger writing process
- Highlighter
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Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
(adapting instruction to meet the
needs of individual students or Process Product Content Readiness Interest Learner Profile
groups of students)
Describe what/how you will differentiate:
- Students are given the same information but there will be a different expectation for certain
learners. This will be in the form of rubrics.
- Regular Rubric:
Category Points
Completion of graphic organizer 10

At least 5 points of evidence under each source 10
Evidence coincides with the writing prompt 10
- Gifted Rubric:
Category Points

Comparison of evidence written down to form opinion 10
- IEP/504 Rubric:
Category Points

Which specific students will benefit, and why?

- All students learn and do things differently so everyone will benefit.
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Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students?
(adapting instruction to meet the (content? materials? level of support? pace? etc.). Make connections to your student asset profile.
needs of individual students or - My students are given the same information but there is a difference in product expectation. This
groups of students) will allow for more support and an opportunity for students to understand the point of
organizing information rather than just getting overwhelmed by the expectations. One student
might have to sit alone and do his work, just because he has a more extensive IEP plan to follow.
Accommodations What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual - The ELL plans for the students classify them as LY (limited English proficiency), LF (exited ESOL,
students (initials), and then explain follow-up for 2 years), and LA (after the 2-year follow-up period).
the accommodation(s) you will - We have 4 LY students, 1 LF student, and 1 LA student. Four students in LY are all in their final
implement for these unique levels of that mark so extensive support is not needed, which is why the students will receive
learners.) help if they need/ask for it.
*If you don’t have students who What accommodations will you make for students who have an IEP or 504 plan?
require these accommodations, - Classroom plans will be followed to ensure the proper accommodations are made.
describe what you WOULD do if - We have one student in each group with a 504 plan. We also have 3 students with IEP plans from
you did have these students. one group.
- The students with the IEP plans will be partnered with students who will help motivate them,
while both I and the teacher will assist them as needed. I will also give them different
expectations.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
- We have 3 students in one group who go to the gifted program and then return for the lesson.
These will be the students who will be asked to start their writing plan if they finish early. They
will have a specific rubric for their work as well.
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References (Planning of - CT Resources

instruction should be guided by - Terada, Y. (2019, August 7). 8 Proactive Classroom Management Tips. Edutopia.Org. Retrieved
research-informed
October 26, 2021, from https://www.edutopia.org/article/8-proactive-classroom-management-tips
approaches. Acknowledge
references used to inspire lesson - Jones, S. M., Bailey, R., & Jacob, R. (2014). Social-emotional learning is essential to classroom
ideas.) management. Phi Delta Kappan, 96(2), 19–24. https://doi.org/10.1177/0031721714553405
Step-by-Step Plan - What is the content area for this lesson? _Writing and Social Studies_______________
(What exactly do you plan to do in - What is the expected lesson structure for a lesson taught within this content area? In other words,
teaching this lesson? Be thorough. what lesson structure is appropriate for teaching within this content area? (5Es; guided/gradual
Act as if you needed a substitute to release/etc.) _Whole Group- modeled writing______________
carry out the lesson for you.) - Step-by-step plan:
Where applicable, be sure to

H.O.T Questions:
address the following:
◻ What Higher Order Thinking
Map the schedule:
(H.O.T.) questions will you ask?
- I will be going over the tasks we will be doing with the students, as well as writing them on the
◻ How will materials be
board for organization and effective classroom management.
distributed?
o “Effective classroom managers map the day’s learning activities as well as transitions
◻ Who will work together in
between activities and think deliberately about what is likely to be difficult for specific
groups and how will you
individuals, groups, or the class as a whole” (Jones, 2014).
determine the grouping?
◻ How will students transition
Review:
between activities?
- I will be in the front of the room as my students stay at their desks.
◻ What will you as the teacher
- I will review the 5-finger writing model and state which stage we are on and what it consists of. I
do?
expect the students to stay at a level 0 (quiet) during the review, unless I ask them to speak,
◻ What will you as the teacher
answer a question, or ask a question.
say?
◻ What will the students do?
◻ What student data will be
collected during each phase?
◻ What are other adults in the
room doing? How are they
supporting students’ learning?
- The 5-finger writing model:
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Modeling:
- I will then be modeling the act of organizing evidence for writing, so I will use the teacher’s boa
that signals the spotlight is on me. I will also remind students to put their eyes on me as I model. I
expect the students to stay at a level 0 (quiet) during the modeling, unless I ask them to speak,
answer a question, or ask a question.
- I will use the articles: “The Colonial Blacksmith” and “The Tailor”
- Steps:
o Review the writing prompt: “Write an essay in which you give your opinion about which
trade worker had the greatest impact on the colonial market economy.”
o Script: “I will be modeling how to select evidence for our writing prompt from two
articles. After I model, you will use the Apothecary and Cooper articles to find evidence
for the prompt.”
o Model: Use “The Colonial Blacksmith” to find evidence for the prompt. Then use “The
Tailor” to find evidence for the prompt. Highlight the evidence.
o Graphic organizer: go back to each article and summarize the evidence.
o Choose opinion for writing: “I have few notes about the tailor and more about the
blacksmith. Because I wrote the things that impacted the colonial market economy for
each trade worker, this means that the blacksmith had a bigger impact than the tailor.
Transition- Wiggle time

“Routines might include a strategy to help students transition between activities, such as a song or
signal” (Jones, 2014).
Independent Work:
- After the modeling, I will instruct them to use the articles that they were introduced to during the
week to organize evidence from each article. I will specify that they need evidence for each trade
worker’s impact on the colonial market economy.
- During the organization of evidence, they will work individually for the first 5 minutes. The
students will be given the rubric for the assignment to make sure they know what they are
supposed to be doing.
Monitoring:
- As the students work, I will walk around the room and monitor their work. Then then I will walk
around the room to help them with anything they need.
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Grading:
- When they finish, I will go around the room to grade their work.
- Then, students will choose which trade worker had more of an impact on the colonial market
economy and write that on a sticky note with their names for me to collect.
Management:
- If students are being too noisy, I will use the clapping technique to bring their attention back to
me.
o “Reminders are commonly verbal but can also be visual (flicking the lights to signal that
it’s time to be quiet), auditory (ringing a small bell to let students know they should pay
attention to the teacher), or physical (using a hand signal to let students know to get back
in their seats)” (Tereda, 2019).
- If there are more behavioral issues, they will lose table points.
- If students complete the task quickly, then they can start writing.
- Check-ins:
o I have learned that many students get overwhelmed during their work, so I want to add
emotional check-ups during the lesson to make sure students get the assistance they
need. I will be passing out sticky notes for students to document their emotions. I will
check the status at the beginning of class, during the independent work, and after class.
Face meanings.
 Smile: I’m doing great, I feel great, I understand what I must do.
 Meh: I’m doing ok, but I have some questions or feel unsure about something.
 Sad: I don’t feel good, I’m confused, I need help/support.
o “Strategies for establishing, maintaining, and restoring relationships—such as regular
check-ins, and focusing on solutions instead of problems—can reduce disruptions by up
to 75 percent” (Tereda, 2019).
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Supervisor Observation 2 Lesson Plan - Level 3

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USF Elementary Education: Supervisor Obs. 2 Lesson Plan- Level 3 Name: __Grace M.

Part 1: Lesson Content

How does this lesson connect to/reflect the local community?

Objectives- What students will Some examples:

(connect back to 4504/CT

for in the standard? _Remember, Apply, Create___________

How does it align with your objective?

Assessment Scoring/Rubric Category Points

board for organization and effective classroom management.

What will students do if they complete the task quickly?

(What materials will you use? Why - Articles

Completion of graphic organizer 10

Completion of graphic organizer 5

Completion of graphic organizer 10

Which specific students will benefit, and why?

References (Planning of - CT Resources

Where applicable, be sure to

Transition- Wiggle time

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